About My Lessons

Pre-school piano lessons;

I have students who start piano training at the age of three. At the very beginning, I always make sure that especially my three year old students participate in the classes with their parents. Thus, they are able to practice everything I teach them at home. Since they are distracted very quickly at short intervals, I make sure to use different materials in my classes. I let them touch the piano keys with colors, shapes, with movements and with games. I try not to interfere with their movements as much as possible since it may blunt their sense of creativity.

The most important point is that I most certainly introduce the instrument.

With these methods, I receive very positive responses from the children between 3 and 6 years old and their parents. Therefore, I do not start to teach them musical notes right away. I let them be free for some time. Another important issue is singing a song which significantly contributes to musical education.

7 years and above;

7-year olds start school training, communicate with school mates more consciously and are introduced to the concept of “homework”. In this age group, children start to learn the meaning of responsibility. That is why; I try to conduct my class one on one. Children experience difficulties in focusing to the lesson when their parents are present. As soon as they begin to read musical notes, I make sure that they read both the works they play and the solfege* books which I keep separately. They are required to listen to the musical notes and make the same sounds with their own voices. This method is one of the methods which give extremely good results and it also speeds up reading of the musical notes. During the later stages, I teach rhythmic studies and how to read sight reading*. I always make sure they play improvisations with the richness of their imagination. From age 7, I talk to them about composers and I want them to tell me about their thoughts.

15 years and above;

At this age range, young musicians are in need of support for their piano playing techniques. Since their body structures develop and change, their hands and consciousness exhibit the same changes. For this reason, I concentrate more on finger exercises and I attach importance to interpretation, theory and harmony information by directing them to work at various levels (to studies, scales and arpeggios).

Since I received training on several music branches in Switzerland, I can apply new techniques and contemporary practices in order to enable children of younger age groups to move rapidly in their courses without getting bored. During my classes with adults, in addition to classical music, I spend time on music they like to interpret and to listen. I try to apply different methods as much as possible in my classes. I take great care to monitor new released methods and music notes. Unfortunately, there are a few educators in Turkey who are aware of this. It is very important that the children and the young people get introduced to and play as many new works as possible.

At the end of each year and prior to each report holiday, I always organize special concerts with my classes. It is very important that children should go on a stage and live the excitement and the experience. That day will have a very special place in one’s memory. In addition, I also prepare students to APTITUDE TESTS of the CONSERVATORY, EXAMS OF THE LONDON COLLEGE OF MUSIC, and entrance examinations of HIGH SCHOOLS OF FINE ARTS and FACULTIES OF EDUCATION. If preparation classes are required, it can be done two times a week.

I strongly believe that teaching is a profession which requires a great deal of patience, responsibility and devotion. Plus, it cannot be measured with any value. That is why; I always work with great care. My wish is that all the students I teach should keep playing the piano, no matter what their profession is. I hope music will have an eternal place in their lives.

* sight reading: is the reading and performing of a piece of written music

* solfege: is a music education method used to teach pitch and sight singing.